Literacy

Beaucroft Literacy Progression Overview

Expectations of progression and end points are set out within the learning journeys, outcomes of which come from EHCPs, and are therefore entirely individual.

Within each department (key stage) there is examples of each curriculum class set up – pre-formal, semi formal, formal and nurture – and in these different curriculum pathways progress is likely to look different. Pre-formal classes are likely to make lateral progress, consolidating on skills and broadening the regularity of tasks, and the breadth they can achieve these in (with different staff, with different materials etc) In semi-formal and formal classrooms learners may regularly add to skills and expand on these incrementally throughout their journey at Beaucroft. Those following a nurture curriculum may progress along both routes, depending on their needs and individual outcomes set out in their EHCP and learning journey.

From any pathway accreditation can be reached in Seniors and P16 through Personal progress (ASDAN) or Functional Skills/Entry Level Certificate (Pearson) but our primary aim isn’t only qualifications, but to prepare our learners for the world beyond Beaucroft, to build life skills enabling them to be as independent as possible, with ways of communicating purposefully, to ensure every person can make their emotional and physical basic needs met (as a minimum – no ceiling is too high to break!)

Four Blocks Literacy Model is the umbrella which spans over all areas of literacy across the main part of the school.

Self-selected reading:

  • Reading for pleasure.
  • Choosing content independently.
  • Enjoying a range of literary content (magazines, websites, comics, leaflets, signs and symbols).
  • Every classroom should have a selection of literary items available to their learners.

Shared and guided reading:

  • Sharing books with an adult (including RWInc).
  • Reading to, and with your class.
  • Reasons for reading activities –engagement and comprehension.

Writing:

  • Mark making/sensory mark making.
  • Reasons for writing – writing to teachers/office/home/sending and receiving messages (written or sound recorded).
  • Read Write Inc – mnemonics for letter formation.
  • See and learn – matching words, seeing words in the community (café/shopping).
  • Self-authored books.

Working with words:

  • Read Write Inc programme – phonic awareness, phonic to grapheme correspondence established (what the letter sounds like and looks like).
  • Blending sounds, decoding, building fluency and accuracy.
  • Word walls reinforcing phonic knowledge and introducing new vocabulary. Alphabetic order.
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